This paper discusses the complexities of teaching Hebrew to Israel's largest minority group, the Arabs, who must be fluent in the language if they are to succeed. While policy-making institutions in Israel today are aware of the importance of Hebrew for Arab students, the teaching of Hebrew faces serious challenges involving the status of Hebrew in Arab society, the inner-Arab state of diglossia, and the training and placement of Arab teachers of Hebrew. The distribution of the Arab population (in mixed Jewish–Arab towns, and in Arab towns and villages), as well as differing levels of exposure to Hebrew, also pose considerable challenges. The paper combines a historical-theoretical with a philosophical-theoretical approach. It analyzes findings of previous studies that examined Hebrew writings of Arabs studying to be teachers of Hebrew, and policy documents dealing with teacher training and placement in the schools. Our study found a profound gap between Arab Hebrew teachers' academic-pedagogical training and its implementation. Our main recommendations for reducing the gap are: (1) the curriculum should take Israeli Arabs' sociolinguistic situation into account; (2) the teacher placement system needs an overhaul; and (3) the teaching of Hebrew should begin in third grade.

中文翻译：

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以色列阿拉伯学校系统中希伯来语教学的复杂性


本文讨论了向以色列最大的少数群体阿拉伯人教授希伯来语的复杂性，如果他们想成功，他们必须能说一口流利的语言。虽然当今以色列的政策制定机构意识到希伯来语对阿拉伯学生的重要性，但希伯来语教学面临着严峻的挑战，涉及希伯来语在阿拉伯社会中的地位、阿拉伯内部的双语状态以及阿拉伯希伯来语教师的培训和安置。阿拉伯人口的分布（在犹太-阿拉伯混合城镇，以及阿拉伯城镇和村庄）以及接触希伯来语的程度不同，也构成了相当大的挑战。本文将历史理论与哲学理论方法相结合。它分析了以前的研究结果，这些研究考察了阿拉伯人学习成为希伯来语教师的希伯来语著作，以及涉及学校教师培训和安置的政策文件。我们的研究发现，阿拉伯希伯来语教师的学术教学培训与其实施之间存在巨大差距。我们缩小差距的主要建议是：（1） 课程应考虑以色列阿拉伯人的社会语言状况;（2） 教师安置制度需要彻底改革;（3） 希伯来语的教学应该从三年级开始。